Intellectually Competent​

By graduation the Jesuit high school student will exhibit a mastery of those academic requirements for advanced forms of education. While these requirements are broken down into departmental subject matter areas, the student will have developed many intellectual skills and understandings that cut across and go beyond academic requirements for college entrance. The student is also developing habits of intellectual inquiry, as well as a disposition towards life-long learning. The student is beginning to see the need for intellectual integrity in his or her personal quest for religious truth and in his or her response to issues of social justice. (Note: Although this section deals with intellectual competence, elements from other parts of this Profile clearly presume levels of intellectual understanding consistent with those highlighted in this section.)​By graduation the student already:1. has mastered those academic skills required for college (or for some other form of advanced education).2. is developing mastery of logic and critical thinking.3. is developing precision and creativity in oral and written expression within and across disciplines.4. is developing a curiosity to explore ideas and issues.5. is developing the ability to apply knowledge and skills to new situations.6. is developing problem solving skills.7. is able to learn in a variety of settings and through a variety of pedagogical approaches.8. is developing the ability to learn as an active member of a team.9. uses technology resources to support collaborative work for learning, problem solving, and communication.10. uses effectively a variety of media resources to acquire, create and process information.11. assesses media and content critically, attending, for example, to issues such as credibility of sources, values expressed or promoted, and civility and respect for persons.12. is developing an organized approach to learning tasks.13. can present a convincing argument in written and oral form that evidences sound analytical reasoning and convincing rhetoric.14. is taking pride and ownership in his or her school accomplishments and is beginning to enjoy intellectual and aesthetic pursuits.15. has begun to develop a knowledge of central ideas and methodologies of a variety of academic disciplines.16. has begun to relate current issues and perspectives to some of their historical antecedents.17. is growing in knowledge and understanding of his or her cultural heritage and of cultural complexities in one’s local community and in a global society.18. is beginning to understand the public policy implications of science and technology.19. is beginning to understand the interdependence of global economic policies.